MGK-1.2 Speak, chant, sing, and move to demonstrate an awareness of beat.

MGK-1.3 Sing age-appropriate songs from memory.

PERFORMING ON INSTRUMENTS

MGK-1.4 Explore a variety of pitched and unpitched instruments as well as other sound sources, including body percussion.

MGK-1.5 Echo short rhythmic and melodic patterns using classroom instruments and other sound sources (for example, electronic devices, found objects).

MGK-1.6 Play simple melodies and accompaniments on a variety of classroom instruments.

MGK-1.7 Play instruments that are appropriate for accompanying songs and games from various cultures.

MGK-1.8 Play instrumental parts and respond to cues of a conductor/leader (for example, starting, stopping, taking turns, playing on the beat) when playing as part of a whole group or in instrument groups.

MGK-1.9 Play two or more differing rhythm patterns.

Creating Music

Standard 2: The student will improvise, compose, and arrange music within specified guidelines.

MG1-1.4 Explore a variety of pitched and unpitched instruments and use other sound sources, including body percussion.

MG1-1.5 Echo short rhythmic and melodic patterns using classroom instruments and other sound sources (for example, electronic devices, found objects).

MG1-1.6 Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating an awareness of beat.

MG1-1.7 Play instruments that are appropriate for accompanying songs and games from various cultures.

MG1-1.8 Play instrumental parts and respond to cues of a conductor/leader (for example, starting, stopping, taking turns, playing on the beat) when playing as part of a whole group or in instrument groups.

MG1-1.9 Play two or more complimentary rhythm patterns.

Creating Music

Standard 2: The student will improvise, compose, and arrange music within specified guidelines.

MG5-4.4 Identify, describe, and classify by sight and sound a variety of instruments including orchestral, band, multicultural, and electronic.

MG5-4.5 Demonstrate creative movement and emotional response to prominent music characteristics while listening.

EVALUATING

MG5-4.6 Devise criteria for evaluating performances and compositions on the basis of music concepts.

MG5-4.7 Choose appropriate music terminology from a list to explain his or her preferences for specific musical works and styles.

MG5-4.8 Apply music concepts when judging the quality of his or her own performances.

History and Culture

Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.

Indicators

MG5-5.1 Listen to examples of music from various historical periods and world cultures and identify the pieces by genres or styles.

MG5-5.2 Describe ways in which the elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics) are used in works from various genres and world cultures.

MG5-5.3 Identify various uses of music in daily experiences and describe the characteristics that make a particular type of music suitable for each use.

MG5-5.4 Design a rubric for appropriate audience behavior and utilize that rubric to self-assess and to critique the audience at a school and/or community performance.

Making Connections

Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.

Indicators

MG5-6.1 Describe the roles of musicians and the music careers that are available in various settings and world cultures, identify the skills necessary for one to pursue such careers, and discuss the income that one can earn in them.

MG5-6.2 Explain the role of music in everyday life, celebrations, and other special events.

MG5-6.3 Integrate music into creative writing, storytelling, poetry, dance, theatre, visual arts, and other disciplines (for example, choose a musical instrument to represent the mood of a poem).

MG5-6.4 Identify ways that the principles and subject matter of non-arts disciplines interrelate with those of music.

Making Connections

Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.

Indicators

MG5-6.1 Describe the roles of musicians and the music careers that are available in various settings and world cultures, identify the skills necessary for one to pursue such careers, and discuss the income that one can earn in them.

MG5-6.2 Explain the role of music in everyday life, celebrations, and other special events.

MG5-6.3 Integrate music into creative writing, storytelling, poetry, dance, theatre, visual arts, and other disciplines (for example, choose a musical instrument to represent the mood of a poem).

MG5-6.4 Identify ways that the principles and subject matter of non-arts disciplines interrelate with those of music.

Instructional Materials/Required Texts/Resources

The music classroom at Brook Glenn Elementary is equipped with unpitched instruments for student use. It is also furnished with Orff instruments and a variety of drums.

Instructional aides purchased to enhance the curriculum include games, videos on the lives of great composers, and storybooks that coincide with songs and topics covered in the curriculum.

Teacher created visuals, bulletin boards and technology are used to further enhance and supplement the curriculum.

Additional resources may be obtained by applying for a PTA mini grant and other available grants for the arts.

Major Assessment and Evaluation of Student Progress:

Music Assessment Rubric

Participation Portion of Grade (80%), Grades 2-5

Q Quality Achievement of the

Standard Always (98)

Always on task.

Always follows directions.

Always works co-operatively with other students.

Always takes care of materials and instruments.

Always uses time wisely while working on projects.

M Meets the Standard Most of the Time

(90)

On task most of the time.

Follows directions most of the time.

Works co-operatively with other students most of the time.

Takes care of materials and instruments most of the time.

Uses time wisely while working on projects most of the time.

PProgressing Towards the Standard

(82)

On task some of the time.

Follows directions some of the time.

Works co-operatively with other students some of the time.

Takes care of materials and instruments some of the time.

Uses time wisely while working on projects some of the time.

L Little or No Progression Towards the

Standard (74)

Rarely or never on task.

Rarely or never follows directions.

Rarely or never works co-operatively with other students.

Rarely or never takes care of materials and instruments.

Rarely or never uses time wisely while working on projects

Two standards-based assessments will be given and recorded for each student in grades one through five. Kindergarten students will be given informal, authentic assessments on the concepts covered in each unit.

All assessments will cover the criteria given in the National and South Carolina Music Standards.

Grading Scale

·Grading will fall within these divisions:

Q=93-100

M= 85-92

P=77-84

L=70-76

Progress Reports will be issued on September 19, November 28, February 15, and April 30. Report Cards will be issued on October 31, January 12, March 27, and June 4.

Homework Policy:

Students may be given activities to do at home that correspond with activities that have been covered in class. Parental participation is encouraged.

Make-up Work:

Time will be allowed for students to make up any class work missed due to an absence. Written work may be made up within a two-week period.

Rules for Student Behavior:

A Quality Music Student:Enters and leaves class quietlyRaises a hand to ask a questionParticipates in all activitiesRespects school propertyRespects classmates

Consequences for violating class rules

A verbal warning is given.

The student’s seat is changed.

The student completes a Think Time Sheet.

The student’s parents are called.

A referral is given.

Communication with Parents:

Phone calls, personal contact, notes, letters and newsletters are among the various ways the music department communicates with parents. The Music Award is also a communication tool to let parents know when their child displays outstanding behavior and participation in class.

Regular feedback is given through report cards which will be issued on October 31, January 19, March 27, and June 4. Quarterly progress reports may also be sent. These will be issued on September 19, November 28, February 15, and April 30.